CONTENT AND PEDAGOGY

IN MOTHER TONGUE
BEEd-3A
Why should WE teach
the mother tongue?
Former president
Benigno aquino iii
May 15, 2013
 What language/s you speak or understand?

Where do you think you learned that language/s?

 RA 10533
ENHANCED BASIC EDUCATION ACT OF 2013
 DO #74 S. 2009
The DepEd Order No. 74 issued in 2009
institutionalized Mother Tongue-Based
Multilingual Education (MTB MLE) nationwide
and mandated the use of the learners' mother
tongue (MT) in improving learning outcomes from
Kindergarten to Grade Three (DepEd, 2012)
DO 16, S. 2012
FEBRUARY 17, 2012
DO 16, S. 2012
GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE)

Starting School Year (SY) 2012-2013, the Mother

Tongue-Based-Multilingual Education (MTB-MLE)
shall be implemented in all public schools.

Kindergarten, Grades 1, 2 and 3

as part of the K to 12 Basic Education Program
DO 16, S. 2012
GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE)

The Lingua Franca Project (1999-2001) and

the Lubuagan Project (1999 to present)
have provided valuable inputs in the
implementation of the MTB-MLE.
DO 16, S. 2012
GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE)

Nine hundred twenty-one (921) schools including

those for children of indigenous people have been
modeling MTB-MLE with support from the following:
a. Basic Education Assistance for Mindanao (BEAM);
b. Third Elementary Education Program (TEEP);
c. Translators Association of the Philippines (TAP);
d. Save the Children, and the Summer Institute of
Linguistics (SIL).
The Lingua Franca Project (1999-2001)
The Lingua Franca Project (1999-2001)

Implemented by then Department of Education

Secretary Andrew Gonzalez, FSC.
The Lingua Franca Project (1999-2001)

Implemented by then Department of Education

Secretary Andrew Gonzalez, FSC.

Mandated the use of Cebuano, Ilocano, and

Tagalog as the sole languages of instruction for
the first three grades in pilot schools.
Lubuagan Project (1999 to present)

Krashen 1991, 2000 as cited in Walter and Dekker,2011

The Lubuagan MLE programme teaches the Filipino and English
languages through the mother tongue rather than through
immersion in these two languages. Using the learners’ first
language to teach them Filipino and English provides the
comprehensible input necessary for learning second languages
DO 16, S. 2012
GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE)

Eight (8) major languages or Lingua Franca and others as cited

below shall be offered as a learning area and utilized as language
of instruction for SY 2012-2013:
DO 16, S. 2012
GUIDELINES ON THE IMPLEMENTATION OF THE
MOTHER TONGUE-BASED- MULTILINGUAL
EDUCATION (MTB-MLE)

Eight (8) major languages or Lingua Franca and others as cited

below shall be offered as a learning area and utilized as language
of instruction for SY 2012-2013:
a. Tagalog e. Bikol i. Tausug
b. Kapampangan f. Cebuano j. Maguindanaoan
c. Pangasinense g. Hiligaynon k Maranao
d. Iloko h. Waray l. Chavacano
 DO #28 S. 2013
DO 28, S. 2013 – ADDITIONAL
GUIDELINES TO DEPED ORDER NO. 16,
S. 2012 (GUIDELINES ON THE
IMPLEMENTATION OF THE MOTHER
TONGUE BASED-MULTILINGUAL
EDUCATION (MTB-MLE)
CONTENT AND PEDAGOGY
IN MOTHER TONGUE
BEEd-3B
mother tongue

-one’s native language.

-language learned by children and passed from one

generation to the next.
L1 and L2

L1 - 1st language

L2- 2nd language

Bilingual
the use of two languages
multilingual
the use of two or more
languages
What is the main purpose
of the K-12 Curriculum?
 K-12 Curriculum
-considered as a big leap towards educative
vision of the Philippine Government.
-to be globally aligned with other countries
when it comes to number of years in the Basic
Education
6 Salient features of the k-12 Curriculum
 6 Salient features of the k-12 Curriculum

ØEvery Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are given the
means to slowly adjust to formal education.

ØResearch shows that children who underwent Kindergarten have better

completion rates than those who did not. Children who complete a standards-
based Kindergarten program are better prepared, for primary education.

ØEducation for children in the early years lays the foundation for lifelong learning
and for the total development of a child. The early years of a human being,
from 0 to 6 years, are the most critical period when the brain grows to at least
60-70 percent of adult size..[Ref: K to 12 Toolkit]

ØIn Kindergarten, students learn the alphabet, numbers, shapes, and colors
through games, songs, and dances, in their Mother Tongue.
6 Salient features of the k-12 Curriculum

ØExamples, activities, songs, poems, stories, and illustrations are based on

local culture, history, and reality. This makes the lessons relevant to the
learners and easy to understand.

ØStudents acquire in-depth knowledge, skills, values, and attitudes through

continuity and consistency across all levels and subjects.

ØDiscussions on issues such as Disaster Risk Reduction (DRR), Climate Change

Adaptation, and Information & Communication Technology (ICT) are
included in the enhanced curriculum.
 6 Salient features of the k-12 Curriculum

ØStudents are able to learn best through their first language, their Mother Tongue (MT).
Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol,
Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other local languages will be added in
succeeding school years.

ØAside from the Mother Tongue, English and Filipino are taught as subjects starting Grade
1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually
introduced as languages of instruction. Both will become primary languages of
instruction in Junior High School (JHS) and Senior High School (SHS).

ØAfter Grade 1, every student can read in his or her Mother Tongue. Learning in Mother
Tongue also serves as the foundation for students to learn Filipino and English easily.
6 Salient features of the k-12 Curriculum

ØSubjects are taught from the simplest concepts to more complicated

concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.

ØFor example, currently in High School, Biology is taught in 2nd Year,

Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these
subjects are connected and integrated from Grades 7 to 10. This
same method is used in other Learning Areas like Math.
 6 Salient features of the k-12 Curriculum

Ø Senior High School is two years of specialized upper secondary education; students may choose a specialization
based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects
a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

Ø CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.

Ø TRACKS
Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-
Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management
(BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant
exposure and actual experience in their chosen track.
6 Salient features of the k-12 Curriculum

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC)
or a National Certificate Level I (NC I). After finishing a Technical-Vocational-
Livelihood track in Grade 12, a student may obtain a National Certificate Level II
(NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture,
Electronics, and Trade.
6 Salient features of the k-12 Curriculum

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-

vocational high schools, and higher education institutions (HEIs) that
have implemented Grade 11. This is a Research and Design (R&D)
program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017.
Modeling programs offered by these schools are based on students’
interests, community needs, and their respective capacities.
 6 Salient features of the k-12 Curriculum

After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will be
ready to go into different paths – may it be further education, employment, or
entrepreneurship.

Every graduate will be equipped with:

1.Information, media and technology skills,
2.Learning and innovation skills,
3.Effective communication skills, and
4.Life and career skills.
The introduction of
MTB-mle in k-3
6 Salient features of the k-12 Curriculum

The introduction of MTB-MLE has changed

the Basic Education Curriculum.

“Every Child-A-Reader and A-Writer”

6 Salient features of the k-12 Curriculum

MAIN GOAL: FIRST-LANGUAGE-FIRST

Meant to address illiteracy of Filipinos and language

plays a significant factor.
Understanding language
Understanding language
The Philippines is a multilingual society with more than 180
distinct native languages. Most Filipinos are bilingual, trilingual or
quadrilingual and beyond. Filipinos that are monolingual, i.e. can
only use one language, are very rare. With the passage of the
Republic Act 10533, also known as the “enhanced Basic Education
Act of 2013” or the K to 12 Law, these languages are given the
opportunity to be utilized and developed as media of instruction
and language of literacy by their users and speakers, alongside
English and Filipino.
Understanding language
1. The Nature of Human Language
Ø Human language is generative, which means that it can communicate an
infinite number of ideas from a finite number of parts.
Ø Human language is recursive, which means that it can build upon itself
without limits.
Ø Human language uses displacement, which means that it can refer to
things that are not directly present.
Ø The origins of human language are disputed because there is a lack of
direct evidence.
Ø Proto-Indo-European is the ancestor language of hundreds of languages
today.
 Understanding language
Eight Design Features of Languages (Brown et al, 2014)
Language uses small number of sounds (less than 50 in most
languages)that are combined to produce a large, but
Double articulation
finite, number of words, which can be combined in an
infinite number of sentences.
Language can produce novel sentences that have never
Productivity
been uttered before.
There is no necessary connection between sound and
meaning: the meaning dog and the English word dog are
Arbitrariness connected arbitrarily as proven by the existence of the
word chien in French, which roughly expresses the same
meaning
An individual can both be a speaker and a hearer.
Interchangeability
 Understanding language
Eight Design Features of Languages (Brown et al, 2014)
The differences between language units are of an all-or- nothing kind: a
Displacement sound cannot be heard as something in
Between a b or p sound
Speaking requires only a limited part of the speaker’s behavior/ attention
Specialization and is independent of its context.

Not all aspects of language are innate; some are taught after birth and
Cultural transmission differ according to the culture the child is reared in.

Specific language signals represent specific meanings; the associations are

‘relatively fixed’. An example is how a single object is represented by
different language signals i.e. words in different languages. In French, the
word sel represents a white, crystalline substance consisting of sodium and
Semanticity chlorine atoms. Yet in English, this same substance is represented by the
word salt.
Likewise, the crying of babies may, depending on circumstance, convey
to its parent that it requires milk, rest or a change of clothes.
Understanding language
2. The study of Human Language
Language is such a special topic that there is an entire field, linguistics, devoted to
its study. Linguistics views language in an objective way, using the scientific method
and rigorous research to form theories about how humans acquire, use, and
sometimes abuse language. There are a few major branches of linguistics, which it
is useful to understand in order to learn about language from a psychological
perspective.

Linguistic is the scientific study of language and its structure, including the study of
morphology, syntax, phonetics, and semantics. Specific branches of linguistics
include sociolinguistics, dialectology, psycholinguistics, computational linguistics,
historical-comparative linguistics, and applied linguistics.
Understanding language
A. Phonetics vs Phonology

Phonetics and phonology are two subfields of linguistics

which studies the sounds in language. Since both these
fields are related to the production of sound, many people
do not understand the difference between phonetics and
phonology. The main difference between phonetics and
phonology is that phonetics is the study of speech sounds
whereas phonology is the study of sounds, especially
different patterns of sounds in different languages.
Understanding language
A. Phonetics vs Phonology
Understanding language
B. Morphology

Morphology is the study of words and other meaningful units

of language like suffixes and prefixes. A morphologist would
be interested in the relationship between words like “dog”
and “dogs” or “walk” and “walking,” and how people figure
out the differences between those words.
Understanding language
D. Semantics vs Pragmatics

Semantics is the study of the relationship between units of

language and their meaning. Pragmatics is concerned with how
we use language in communication, and therefore involves the
interaction of semantic knowledge with our knowledge of the
world, including such things as the contexts in which we use
language.
Understanding language
D. Semantics vs Pragmatics
The crucial difference between semantics vs. pragmatics lies in how
they approach words and meaning.

•Semantics studies the meaning of words, phrases, sentences, and

larger chunks of discourse. It also examines how smaller parts
of discourse interact to form the meaning of larger expressions.
•Pragmatics studies the same words and meaning but places an
emphasis on social context.
Understanding language
D. Semantics vs Pragmatics

When comparing semantics vs. pragmatics in other words,

semantics looks at the literal meaning of words and the
meanings that are created by the relationships between
linguistic expressions while pragmatics examines how
meaning is created; however, it pays more attention
to context.
Understanding language
D. Semantics vs Pragmatics
Pragmatics recognizes how important context can be when interpreting the meaning
of discourse and also considers things such as irony, metaphors, idioms, and implied
meanings.

Example:
"I'm so hungry, I could eat a horse! ”

Semantics = We would observe the literal meaning created by these words and would
assume that this person wants to eat a horse.

Meaning with pragmatics = If we examine this sentence from

a pragmatics perspective, we also consider the context and what the speaker is trying
to imply. Do you think they actually want to eat a horse? Or are they just saying they
are very hungry? Is the speaker just making a general comment? Or do you think they
are dropping a hint that they want to be fed?
What do you think is the best way
to implement MTB-MLE
effectively?